Journal articles: 'English language Study and teaching Indonesia Yogyakarta'

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Isnani, Khoirunnisa. "A STUDY AMONG ENGLISH TEACHERS’ PERCEPTIONS: INVESTIGATING THE ROLES OF ICT IN INDONESIAN EFL CLASSROOM." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 247. http://dx.doi.org/10.24252/eternal.v52.2019.a6.

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The status of English as a foreign language in Indonesia makes the students use this language rarely. Whereas, English as international language and also a compulsory subject in secondary school to university level in Indonesia encourage students to master English. ICT comes with many advantages created innovation in teaching and learning English. Then, the teachers as the key role in the course should utilize it. However, the teachers should know the roles of ICT in teaching English. Therefore, this research aims to analyze English teachers’ perceptions on the roles of ICT in EFL classroom. This descriptive qualitative research involved five English teachers from different schools in Yogyakarta, Indonesia. The research data were gathered using interview. The findings of the research showed that ICT plays role as a tool, a source, and an encouragement of students’ English learning.

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Oktavianti, Ikmi Nur, Arilia Triyoga, and Icuk Prayogi. "CORPUS FOR LANGUAGE TEACHING: STUDENTS' PERCEPTIONS AND DIFFICULTIES." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 441. http://dx.doi.org/10.22460/project.v5i2.p441-455.

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Regarding the seemingly ignored corpus for pedagogical contexts, it is necessary to investigate how prospective English teachers perceive corpus and its use for language teaching. From the description of the perceptions, it is then possible to consider further pedagogical implementation. This study thus examines English Education Department students' perceptions of corpus use for English language teaching in the Indonesian context. There are 31 participants from the fifth-semester students of an English Education Department in Yogyakarta, Indonesia. The perception data were collected through questionnaires and interviews after some practice of corpus use. The questionnaires and interviews show that most students perceived corpus positively and found corpus application for language teaching beneficial and essential, albeit unfamiliar with corpus. Due to ignorance, there are some difficulties faced by the students. However, this study shows the advantages of using corpus for teaching language outweighed the challenges. Thus, it should be considered to equip students in language education departments with corpus lessons intensively.

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Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.

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Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

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Romios, Laser, Nindya Primandita, and Novilda Angela Saragih. "Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (November 15, 2020): 217. http://dx.doi.org/10.31002/metathesis.v4i2.2801.

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This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.

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Triastuti, Anita, and Mehdi Riazi. "Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 526–35. http://dx.doi.org/10.17509/ijal.v9i3.23202.

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Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.

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Lestariningsih, Fransisca Endang, John Hope, Suwarsih Madya, and Joko Nurkamto. "IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia." Indonesian Journal of EFL and Linguistics 3, no. 2 (August 28, 2018): 115. http://dx.doi.org/10.21462/ijefl.v3i2.72.

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The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.

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Rochmiyati, Siti, Imam Ghozali, and Luky Tiasari. "The Character Values-Based Folklores as Teaching Resources to Support English Acquisition." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 159. http://dx.doi.org/10.36941/jesr-2020-0056.

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The purpose of this study was to identify the folklores carrying character values as teaching materials in English acquisition in Indonesia. This exploratory study was conducted in Central Java and Yogyakarta provinces, Indonesia by inviting 139 participants of Junior high school teachers, students, and experts. The data was collected through interview, documentation and observation, and analyzed descriptively using the Miles, Huberman, & Saldaña' scheme, namely data collection, data condensation, data presentation and conclusion (2014). The result obtained 208 folklores categorized as fairytale, legend, and myth. By applying the Processability Theory (Pienemann, 2005), the researchers proposed some ideas in using the folklores which carry character values for supporting the English acquisition among junior high school students in Indonesia. Through an English integrated teaching and learning process, the students not only learnt the moral values from the folklores but also studied and acquired English as their foreign language. The students, who have been familiar with folklores from their hometown, possessed confidence in understanding the main idea of the story though it was written or told in English. They mostly learnt as well as acquired phrasal and lexical morphology of English.

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Pradana, Harsya Danang, and Ouda Eda Tena. "The Outcome of Authentic Material-Based Teaching in a Speaking Class." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 216–30. http://dx.doi.org/10.33369/jeet.5.2.216-230.

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This study was conducted to analyze the language outcome variety of authentic material-based speaking classes of a private university in Yogyakarta. The acceptance of World Englishes variants in the world has led to several changes in English language education, one of them being the focus on native-like accents that has previously been the focus of English language classes. Authentic material, teaching materials created by native speakers of a language, is one way that has been proven to be effective for teaching. However, instead of checking its effectivity, this study researches the language variant of the students. To that end, the researcher interviewed five teachers of speaking classes from a private university in Yogyakarta. The results of the research show that despite all classes using authentic material as a method of instruction, the language variation of the students vary. Some students attained native-like speaking proficiency, while others speak in the Indonesian variety of World Englishes. The future direction of any subsequent research to succeed this one is to find out how this phenomenon could happen.

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Sari, Yulnada, Efit Eriani, and Bambang Widi Pratolo. "EFL Teachers’ Views on English Assessment in 2013 Curriculum." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 39–50. http://dx.doi.org/10.30605/25409190.121.

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Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.

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Romios, Laser, Ashadi Ashadi, and Widyastuti Purbani. "High-stakes testing policy and English language teaching: Voices of the leftovers." Journal on English as a Foreign Language 10, no. 2 (September 4, 2020): 193–221. http://dx.doi.org/10.23971/jefl.v10i2.2005.

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High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.

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Suprapto, Nadi, Woro Setyarsih, and Husni Mubarok. "Information Spectrum over Twelve Public Teaching Universities in Indonesia." DESIDOC Journal of Library & Information Technology 42, no. 4 (July 19, 2022): 265–74. http://dx.doi.org/10.14429/djlit.42.4.17880.

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This paper gives an information spectrum of public teaching universities in Indonesia as viewed from their publication during 2000-2019. The data were collected through the Scopus database and then analysed based on the number of documents, language, author affiliation, document type, source type, source title, top authors, top citations, co-authorship, and international collaboration. The results indicated that the number of publications until 2019 was 11,993 documents. In the period 2016-2019, publication stretches have begun to appear, and there has been a significant increase in the number of conference proceedings as the primary source of publication. The publication’s subject area was dominated by physics and astronomy, engineering, and social sciences, with English being the primary language of communication. Authors from Universitas Negeri Malang (UM), Universitas Pendidikan Indonesia (UPI), and Universitas Negeri Yogyakarta (UNY) dominated the output of public teaching universities in Indonesia. Top citations from documents produced were dominated by UNNES, which collaborates a lot through World Class Professor (WCP). Co-citation, co-authorship, and co-occurrences network visualisation were also illustrated to complete the information of top authors and top citations in this study. The most collaborated authors of public-teaching universities were Malaysia, the USA, Australia, Japan, and Taiwan. Some future considerations were also illustrated as the recommendation of this study to increase the performance of publications among public teaching universities.

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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.

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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.

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Tutyandari, Caecilia. "ENGLISH LANGUAGE PRE-SERVICE TEACHERS’ SENSE OF PREPAREDNESS FOR TEACHING: AN INDONESIAN CASE." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 367. http://dx.doi.org/10.15639/teflinjournal.v33i2/367-385.

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A sense of preparedness for teaching is an essential factor in the field of teacher preparation as it is a crucial construct in pre-service teachers’ professional growth towards becoming accomplished teachers. Accordingly, this paper aims to explore pre-service English language teachers’ sense of preparedness for teaching within Indonesian contexts. A cohort of final-year students of a university-based English language teacher program in Yogyakarta was included as the participants. In this mixed-methods study, an online questionnaire and interview were the research instruments employed to collect the data. There were 106 students responding to the questionnaire and 31 students participating in the interviews. Findings showed that the pre-service teachers’ levels of preparedness varied according to the teaching tasks. Based on the survey, the task of technology integration obtained the highest score. This implies that the participants appeared to feel comfortable with using technology in their teaching practices. However, their overall sense of preparedness indicated lower confidence. The interview results provide further explanation of the survey findings. The descriptive analysis revealed some key issues, including academic and personal factors, which potentially influenced pre-service teachers’ sense of preparedness for teaching.

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Siswanto, Indira Lusianingtyas, and Concilianus Laos Mbato. "Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject." Journal of English Education and Teaching 4, no. 4 (November 25, 2020): 483–98. http://dx.doi.org/10.33369/jeet.4.4.483-498.

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English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia. It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study. Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback. From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently. Keywords: English learning strategies, self-regulated learning, autonomous learning, English subject

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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.

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Sandra, Lifia Alex, and Lemmuela Alvita Kurniawati. "Differentiated Instruction for ASD Students in an EFL Class." NOBEL: Journal of Literature and Language Teaching 12, no. 2 (September 30, 2021): 243–59. http://dx.doi.org/10.15642/nobel.2021.12.2.243-259.

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his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.

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Iswati, Luluk. "Investigating Learners’ Beliefs in Learning English: A Case Study." IJEE (Indonesian Journal of English Education) 6, no. 2 (April 28, 2020): 153–70. http://dx.doi.org/10.15408/ijee.v6i2.14362.

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ABSTRACTThe purpose of this study was to investigate the beliefs of English as a Foreign Language (EFL) learners in a mixed-ability class of a private university in Yogyakarta. Having 30 respondents who took an English class at the Language Training Centre of the university, this study mostly employed a quantitative research design, through which data were taken using the BALLI questionnaire consisting of 35 question items. To support the quantitative data, interview were conducted. The quantitative data were analyzed using a 5-point Likert-scale, while the qualitative data were verbally described. The results show that learners’ self-efficacy and expectation about learning English is low (3.20); learners’ perceived value and nature of learning spoken English is fair (3.76); learners’ beliefs about foreign language aptitude is low (3.11); learners’ beliefs in formal structural studies (3.11) is also low. Therefore, it is suggested that teachers evaluate their teaching approach and strategy in order to increase students’ motivation, confidence, and interest in learning English which can eventually promote learners’ success in learning English as a foreign language.ABSTRAKTujuan dari penelitian ini adalah untuk menyelidiki keyakinan bahasa Inggris sebagai Bahasa Asing (EFL) pada kelas dengan kemampuan campuran di universitas swasta di Yogyakarta. Dengan 30 responden yang mengambil kelas bahasa Inggris di Pusat Pelatihan Bahasa universitas tersebut, penelitian ini menggunakan metode kuantitatif, dimana data diambil menggunakan kuesioner BALLI yang terdiri dari 35 buah pertanyaan. Untuk mendukung data kuantitatif, wawancara dilakukan. Data kuantitatif dianalisis menggunakan skala Likert 5 poin, sedangkan data kualitatif dijelaskan secara verbal. Hasil penelitian menunjukkan bahwa: efikasi diri dan harapan mahasiswa dalam belajar bahasa Inggris rendah (3,20); nilai yang dirasakan mahasiswa dan sifat alamiah dalam belajar bahasa Inggris secara lisan adalah cukup (3,76); keyakinan mahasiswa tentang bakat dalam belajar bahasa asing rendah (3,11); dan keyakinan mahasiswa dalam studi struktural formal rendah (3,11). Oleh karena itu, disarankan agar dosen mengevaluasi pendekatan dan strategi pengajaran mereka untuk meningkatkan motivasi, keyakinan diri, dan minat mahasiswa dalam belajar bahasa Inggris yang pada akhirnya dapat mendukung keberhasilan mereka dalam belajar bahasa Inggris sebagai bahasa asing. How to Cite: Iswati,L. (2019). Investigating Learners’ Beliefs in Learning English: A Case Study. IJEE (Indonesian Journal of English Education), 6(2), 153-170. doi:10.15408/ijee.v6i2.14362

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Fauzi, Chandra, and Basikin. "The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 87–101. http://dx.doi.org/10.21009/jpud.141.07.

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This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). Principle of Instructional Design. New York: Richard and Winston.Gardner, H. (2013). Multiple Intelegences : The Theory in ractice a Reader. New York: Basic. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. S. (1986). What’s Whole in Whole Language? A Parent/Teacher Guide to Children’s Learning. Heinemann Educational Books, Inc: 70 Court St., Portsmouth, NH 03801. Hammerby, H. (1982). Synthesis in Second Language Teaching. Blane: Second Language. Hardinansyah, V. (2017). Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD. Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 92–102. Jamaris, M. (2006). Perkembangan dan Pengembangan Anak Usia Dini Taman Kanak-kanak. Jakarta: Gramedia Widiasarana. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning (Wesley Longman Ltd, ed.). Addison. Krashen, S., Long, M. H., & Scarcella, R. (1979). Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. Jurnal Pendidikan, 15(1), 68–82. Moats, L. (2007). Whole language high jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t. Washington: Thomas B. Fordham Institute. Montessori, D. M. (1991). The discovery of the Child. New York: Ballatine Books.Morrow, L. M. (1993). Literacy Development in the Early Years. United States of America: Allyn & Bacon.Munandar, A. (2013). Pemakaian Bahasa Jawa Dalam Situasi Kontak Bahasa di Daerah Istimewa Yogyakarta. Jurnal Sastra Inggris, 25(1), 92–102. Musfiroh, T. (2009). Menumbuhkembangkan Baca-Tulis Anak Usia Dini. Yogyakarta: Grasindo. Nirwana. (2015). Peningkatan Kemampuan Membaca Cepat Melalui Pendekatan Whole Language pada Siswa Kelas VI SD Negeri 246 Bulu-Bulu Kecamatan Tonra Kabupaten Bone. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 1(1), 79-94., 1(1), 79–94. Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Oladele, A. O., & Oladele, I. T. (2016). Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun. International Journal on Language, Literature and Culture in Education, 3(1), 1–24. Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66–70. Ortega, L. (2009). Understanding Second Language Acquisition. New York: Routledge.Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D., Old, S., & Feldman, R. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana. Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Pellini, A. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently. , (2016). Phakiti, A. (2014). Experimental Research Methods in Language Learning. London: Bloomsbury Academic. Rahim, F. (2015). Pengajaran Bahasa di Sekolah Dasar. Jakarta: PT Bumi Aksara. Routman, R. (2014). Read, write, lead: Breakthrough strategies for schoolwide literacy success. Sadtono, E. (2007). A concise history of TEFL in Indonesia. English Education in Asia: History and Policies, 205–234. Sani, R.A. (2013). Inovasi Pembelajaran. Jakarta: Bumi Aksara.Sani, Ridwan A. (2013). Inovasi Pembelajaran. Jakarta: PT Bumi Aksara. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Childhood Development and Care, 3(4), 187. https://doi.org/10.1080/03004430.2017.1282235 Semiawan, C. R. (1983). Memupuk Bakat dan Minat Kreativitas Siswa Sekolah Menengah. Jakarta: Gramedia Pustaka Utama. Sikki, E. A. A., Rahman, A., Hamra, A., & Noni, N. (2013). The Competence of Primary School English Teachers in Indonesia. Journal of Education and Practice, 4(11), 139–146. Siskandar. (2009). Kurikulum Berbasis Kompetensi. Jakarta: Fasilitator. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., Pramuki, B. E., & Setiawati, L. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta. Jakarta: Universitas Terbuka. Solehudin, O. (2007). Model Pembelajaran Membaca Reading Workshop: Studi Kuasi Eksperimen di SD Muhammadiyah VII Bandung (Doctoral dissertation, Universitas Pendidikan Indonesia). Universitas Pendidikan Indonesia. Suparno, S., & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka. Susanto, A. (2011). Perkembangan Anak Usia Dini Pengantar dalam Berbagai Aspeknya. Jakarta: Kencana Prenada Media Group. Suyanto, K. K. E. (2010). Teaching English as foreign language to young learners. Jakarta: State University of Malang. Tarigan, D. (2001). Pendidikan Bahasa dan sastra Indonesia Kelas Rendah. Jakarta: Universitas Terbuka. Trask, R. L., & Trask, R. L. (1996). Historical linguistics. New York: Oxford University Press. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Williams, A. L., McLeod, S., & McCauley, R. J. (2010). Interventions for Speech Sound Disorders in Children. Brookes Publishing Company.: PO Box 10624; Baltimore; MD 21285. Wright, P., Wallance, J., & McCAarthy, J. (2008). Aesthetics and experience-centered design. ACM Transactions on Computer-Human Interaction (TOCHI), 15(4), 18.

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Lisa, Agatha, Abdurrachman Faridi, Dwi Anggani Linggar Bharati, and Mursid Saleh. "A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 17 (September 6, 2021): 156. http://dx.doi.org/10.3991/ijim.v15i17.23465.

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In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5th semester of the English Language Education Study Program of a university in Yogyakarta, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.

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Febrianto, Dedi. "Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?" AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 4, 2021): 1526–38. http://dx.doi.org/10.35445/alishlah.v13i3.814.

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Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.

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Murtiningsih, Sri Rejeki, Munawaroh Munawaroh, and Sibakhul Milad Malik Hidayatulloh. "Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms." Journal on English as a Foreign Language 12, no. 2 (July 20, 2022): 318–38. http://dx.doi.org/10.23971/jefl.v12i2.3941.

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Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.

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Susanti, Ani, Utami Widiati, Bambang Yudi Cahyono, and Tengku Intan Suzila Tengku Sharif. "Assessing episodes in verbalization process of EFL students’ collaborative writing." Studies in English Language and Education 9, no. 2 (May 23, 2022): 539–53. http://dx.doi.org/10.24815/siele.v9i2.20165.

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One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

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Atayeva, Merjen. "cultivating junior high school students critical thinking skills by using short-videos in english language classroom." JELE (Journal of English Language and Education) 5, no. 1 (June 28, 2019): 21. http://dx.doi.org/10.26486/jele.v5i1.830.

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An effective teaching method for cultivating students' critical thinking skills of junior high school students in Indonesia is very necessary as their critical thinking ability is still low. This research is a descriptive study which aimed at cultivating learners' critical thinking by using short-videos since it is believed that technology can motivate the students, increase their interest, engage them to the lesson matter, provide effective learning activities, and demand them to think critically and creatively. The subject in this study were 130 Junior High School students (SMP Negeri 1 Sedayu, Yogyakarta) grade IX. The students were homogeny in term of age, economic, and social background as well as in English language score. Facione's critical thinking rubrics were used to indicate the level of students' critical thinking such as their interpretation, analysis, evaluation, inference, explanation, and self-regulation skill of short video. The average score of all item in pre-test critical thinking skills was at fair level with the score 9 out of 20. The results indicate the students' interpretation skills were fair with the score of 9 out of 20; analytical skill was 12; evaluation skill was 9 out of 20; self-regulation was in fair criterion with the score of 5 out of 10 and good level of explanatory's skill with the score 6 out of 10, while 12 for inferences. It can be concluded that the critical thinking skill of the students of Junior High School was still unsatisfactory as most of them can only reach fair levels. The use of video cannot improve all critical thinking skills. It is recommended more practices for the students.

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Kamaliah, Nurul. "Improving English Reading Comprehension Ability through Directed Activities Related To Texts (DARTs) Learning." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 2 (January 5, 2023): 2055–64. http://dx.doi.org/10.24256/ideas.v10i2.3301.

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The present research investigated the effect of using Directed Activities Related to Texts (DARTs) on reading comprehension among the students of secondary school. This research was conducted on class X students of Senior High School of Ummulqura Indonesia, Aceh with the number 25 students. This research was designed in the form of classroom action research. This research was done in two cycles. Then the instruments of this research were test field notes, observation check list and interview script. The data analysis uses both qualitative and quantitative descriptive approaches. The results showed that students' reading comprehension had significantly increased from an average value of 70.32 in the first cycle and 85 in the second cycle. Completeness of classical study in the first cycle is 52% and at the end of the second cycle was 80%. It showed that there was an improvement on the students' reading comprehension after applying the Directed Activities Related to Texts (DARTs) strategy during teaching learning activity.Brown, H. D, (2007), Teaching by Principles, New Jersey: Prentice HallMarpaung, A. P., Yanti, I., & Marzuki, Y. (2019).Developing Students’ Reading Comprehension Using STAD Strategy: A Classroom Action Research at SMA Negeri 7 Pekanbaru. REiLA : Journal of Research and Innovation in Language, 1(1), 10-16 https://doi.org/10.31849/reila.v1i1.2775Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties, 2/E. Guilford Publications.Hameed, S. (2017). Effect of Intervention of Directed Activities Related to Text (DARTs) on Undergraduates’ Writing Skill. Pakistan Journal of Educational Research and Evaluation, 2(1), 77-103.Silitonga, S.A.R.Y, (2016). “The Effect of Applying Directed Activities Related to Text (DART) to Improve Students’ Reading Comprehension. Undergraduate Thesis. Medan. UMSU. Sugiarti, U. (2012). Pentingnya Pembinaan Kegiatan Membaca Sebagai Implikasi Pembelajaran Bahasa Indonesia. Jurnal Basastra, 1(1).Celce-Murcia, M. (2001). Teaching English as a second and foreign language, 3rd ed. Boston: Heinle and Heinle Thomson Learning Inc.Presetyo, W., & Abbas, M. F. F. (2017). The Use Of Questioning The Author (Qta) Strategy In Improving Students’ability In Reading Descriptive Text At The Seventh Grade Students Of Smp Islam Plus Jannatul Firdaus Pekanbaru. ELT-Lectura, 4(2)Mikulecky, B. & Jeffries, L (2004). More reading power. Pearson ESL. Ma’mur, I. (2006). Pijar-pijar pemikiran bahasa dan budaya. Jakarta: Diadit Media.Ulfianda, F. (2018). The Effect of Directed Activities Related to Text (DART) Method in Improving Students’ Reading Comprehension. Undergraduate Thesis. English Education Departement, Faculty of Teacher Training and Education. Medan: UMSU.Shamsulbahri, M. M., & Zulkiply, N. (2021). Examining the effect of directed activity related to texts (DARTs) and gender on student achievement in qualitative analysis in chemistry. Malaysian Journal of Learning and Instruction, 18(1), 157-181. https://doi.org/10.32890/ mjli2021.18.1.7Harrison, Colin. 2004. Understanding Reading Development. London: SAGEDavies, R. and Green, F. 1984. Reading for Learning in the Sciences. Edinburg: Oliver and Boyd.Zainab, K. (2012, November). Innovative approaches in teaching Science at secondary level: Focus on reading and writing in Science classrooms [Paper presentation]. Search of Relevance and Sustainability of Educational Change: An International Conference, at Aga Khan University Institute for Educational Development, Karachi, Pakistan.Supardi & Suharjo. (2012). Strategi Menyusun Penelitian Tindakan Kelas. Yogyakarta: ANDI Offset.Nunan, D. (2003). Practical English language teaching McGraw Hill/Contemporary.Purwanto (1996), Psikologi Pendidikan, Remaja Rosdakarya, BandungSyamsuar and Reflianto (2018) ‘Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Industri 4.0’, Jurnal Ilmiah Teknologi Pendidikan, 2(2). doi: https://doi.org/10.24036/et.v2i2.101343.Trianto. (2009). Mendesain Model Pembelajaran Inovatif Progresif, Jakarta: Kencana Prenada Media GroupWahyuni, D. and Abdillah, D. (2019) ‘Analisa Pembelajaran Dan Penilaian Di Perguruan Tinggi Dengan Metode Student Centered Learning Berbasis Teknologi Informasi’, in Prosiding Seminar Nasional Era Industri (SNEI) 4.0, pp. 136–141.Rosyada, D. 2007. Paradigma Pendidikan Demokratis: Sebuah Model Pelibatan Masyarakat dalam Penyelenggaraan Pendidikan.Jakarta: Kencana Prenada Media Grup.Rouhani, Maryam and Behzad Pourgharib. (2013). The Effect of Games on Learning Vocabulary. International Research Journal of Applied and Basic Sciences Vol, 4 (11):3540-3543 Science Explorer Publications.Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.

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Setiawan, Niko Albert, and Ouda Teda Ena. "Montessori Junior High School Students’ Perceptions on Their Self-Efficacy in Reading." IJET (Indonesian Journal of English Teaching) 8, no. 2 (December 31, 2019): 26–37. http://dx.doi.org/10.15642/ijet2.2019.8.2.26-37.

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Montessori approach deals with learning in independence and liberty. This way of learning requires students to explore information based on their learning interest. Therefore, reading has become one of the keys in learning successfully in a Montessori school. Moreover, the impact of self-efficacy on the learning outcomes has been explored in the educational psychology as a field of study. This study inspects students’ self-efficacy perceptions and their factors in reading comprehension in a Montessori Junior High School registered in 2018-2019 academic year. It is located in Yogyakarta, Indonesia. English is the main language used in the teaching-learning process in the school. The study is conducted by using mixed method. Findings are based on the 27 close-ended questions and three open-ended questions obtained from the students in grade seven and eight. In analyzing the results, concurrent triangulation strategy is applied. The results show that the students have positive self-efficacy perceptions on their reading (Average= 3.449/5), especially in reading, explaining, summarizing texts and comprehending the graphics found in the text without the guidance of their teachers. Their self-efficacy sources are found in their mastery experiences, vicarious experiences, verbal persuasion, and emotional and psychological states.

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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

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Karjono, J. C. Setyo. "COHERENCE IN THESIS PROPOSAL WRITINGS OF UNDERGRADUATE STUDENTS." JELLT (Journal of English Language and Language Teaching) 4, no. 1 (April 22, 2020): 17–30. http://dx.doi.org/10.36597/jellt.v4i1.7687.

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In academic writing such as a thesis proposal, a learner should consider several variables. Not only does a learner consider the language uses such as choice of words and syntactic forms at the sentence level, but beyond the sentence, a learner should also pay attention to the organization and unity of all the ideas and information into cohesive and coherent paragraphs. However, many students encounter great difficulties in writing their proposals especially the introduction part which deals with the organization of paragraphs. For this reason, the writer analyzed the undergraduate studentsâ€™ competence in thesis proposal writings. The organization of the ideas and information becomes a necessary part of writing thesis proposal because of it into cohesive and coherent paragraphs. However, many students often get difficulties, especially in the introduction part. This article is the study of the proposal writings which covers the organization, the unity and coherence of paragraphs, and the syntactic form and word choice. The subjects of this research were the students of the English Language Education Program at a private university in Yogyakarta, Indonesia who were writing their theses as their final project. All data sources were from the undergraduate students' initial thesis writings especially the Introduction part proposed by the students. The samples of data were taken according to the proportional sampling referring to the research fields in which the students were interested: English Language Teaching 50%, Linguistics 30%, and Literature 20%. Â The result of the analysis shows that: (a) Mostly the studentsâ€™ proposals addressed well organization though using somewhat developed explanations, exemplifications, or details; (b) They also displayed unity and coherence, though the connection of ideas was occasionally obscured; Considering the organization, unity and coherence are the most appropriate variety for the undergraduate studentsâ€™ writing; therefore, the study suggests that more exposure to the standard guidance or rubric of thesis writing will be helpful.

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Wijaya, Kristian Florensio. "INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY." ETERNAL (English, Teaching, Learning, and Research Journal) 8, no. 1 (June 29, 2022): 1–17. http://dx.doi.org/10.24252/eternal.v81.2022.a1.

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To fully arm Indonesian EFL educationalists with a higher degree of professionalism, tenacity, and optimism in confronting ever-changing ELT landscapes, self-efficacy is one of the pivotal psychological streams that should be strong-inherited within them before plunging into real-time language learning contexts. This present study attempted to investigate the specific perceptions upholding by Indonesian EFL teachers toward their self-efficacy growth amid varied language learning dynamics they constantly endure. This study was run in the fashion of qualitative method to obtain more comprehensive data out of the particular phenomenon experienced by research participants. To fulfill this major research objectivity, the researcher capitalized on 5 open-ended written narrative inquiries to gain some renewable insights from the invited research participants. 2 Indonesian EFL teachers possessing a distinctive length of teaching experiences were invited to take part in answering the aforesaid 5 open-ended written narrative inquiry questions through WhatsApp application. More specifically, these 2 invited Indonesian EFL teachers enrolling in the English Education Master Program of Sanata Dharma University, Yogyakarta. The obtained research results uncovered that the robust establishment of self-efficacy was strongly affected by varied external factors such as a higher degree of learners’ learning endeavor and intensive professional development training addressed by educational institutions, which in turn transforming them into more professional educators. As a suggestive point, all educational parties in this archipelago were strongly advocated to design continual professional development programs heeding more profound attention in corroborating our EFL teachers’ self-efficacy levels for the advancement of ELT venture thoroughly. Keywords: EFL teachers’ perceptions, self-efficacy, narrative inquiry

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Prihantoro, Agung. "Asesmen Formatif Pada Pendidikan Anak Usia Dini Di Indonesia." As-Sibyan: Jurnal Pendidikan Anak Usia Dini 6, no. 1 (June 11, 2021): 53–64. http://dx.doi.org/10.32678/as-sibyan.v6i1.3955.

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Formative assessment in early childhood education in Indonesia does not have been working well. The research aims to prove the problem that the formative assessment (assessment for learning and assessment as learning) in early childhood education in Indonesia does not have been performing well. The research employed the research methodology of literature review to investigate the problem by analyzing empirical research-based articles on assessment in early childhood education. The result shows that a very few of natures of the formative assessment were present when teachers of early childhood education assessed their students. Goals, teacher’s and student’s roles, methods, feedback and following actions which particularly characterize the formative assessment were seldom found in the assessment practice in early childhood education in Indonesia. Keywords: formative assessment; assessment for learning; assessment as learning; early childhood educationReferencesAdinda, W.N., Wahyuni, S. & Majidah, K. (2020). Penilaian Autentik pada Pembelajaran Kreativitas Anak Usia Dini di Annur I Sleman Yogyakarta. Raudhah 8 (1). 92—104. http://jurnaltarbiyah.uinsu.ac.id/ index.php/raudhah/article/view/589Afni, Nurul. (2016). Pelaksanaan Evaluasi Tingkat Pencapaian Perkembangan Anak Usia Dini di TK Se-Kecamatan Payung Sekaki Kota Pekanbaru. Jurnal Educhild: Pendidikan dan Sosial 5 (2). 128—133. https://educhild.ejournal.unri.ac.id/ index.php/JPSBE/article/view/3835/0Ahsunandar, La O. (2020). Evaluasi Pelaksanaan Standar Produk Hasil Belajar pada Satuan Pendidikan Anak Usia Dini. Al-Ta’dib Jurnal Kajian Ilmu Kependidikan 13 (1). 34—45. https://ejournal.iainkendari.ac.id/ index.php/al-tadib/article/view/1775Akhsanti, Munika S. (2014). Pemanfaatan Hasil Evaluasi Pembelajaran dalam Pengembangan Program Pembelajaran Anak Usia Dini. Early Childhood Papers (Belia) 3 (2). 87—94. https://journal.unnes.ac.id/sju/ index.php/belia/article/view/3761Ali, M.M. & Hamid, O. (2020). Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh? Language Assessment Quarterly 17 (2). 1—18. https:// www.tandfonline.com/doi/abs/10.1080/15434303.2020.1717495?journalCode=hlaq20Allal, Linda. (2019). Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles, Policy & Practice 27 (4). 1—18. https://www.tandfonline.com/doi/abs/10.1080/0969594X.2019.1609411? journalCode=caie20Chen, P.P. & Bonner, S.M. (2019). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice 27 (4). 373—393. https://www.tandfonline.com/ doi/abs/10.1080/0969594X.2019.1619515?journalCode=caie20Chong, Sin W. (2018). Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly 15 (4). 330—347. https://www.tandfonline.com/doi/abs/10.1080/15434303.2017.1405423Damayanti, E., Hartika, A.S., Herawati, Lisna, Jannah, R. & Pratiwi, S.I. (2018). Manajemen Penilaian Pendidikan Anak Usia Dini pada Taman Kanak-Kanak Citra Samata Kabupaten Gowa. Nanaeke Indonesian Journal of Early Childhood Education 1 (1). 13—24. http://journal.uin-alauddin.ac.id/index.php/nanaeke/article/view/135-142Davies, R. & Hamilton, P. (2016). Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13 International Journal of Primary, Elementary and Early Years Education 46 (1). 117-129 https://www.tandfonline.com/doi/abs/10.1080/03004279.2016.1194448DeLuca, C., Pyle, A., Braund, H. & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice 27 (4). 394—415. https://www.tandfonline.com/ doi/full/10.1080/0969594X.2020.1719033DeLuca, C., Pyle, A., Valiquette, A. & LaPointe-McEwan, D. (2020). New Directions for Kindergarten Education Embedding Assessment in Play-Based Learning. The Elementary School Journal 120 (3). 455—479. https:// www.journals.uchicago.edu/doi/10.1086/707008Dewi, N.P., Poerwanti, J.I.S. & Sutijan, 2019). Penerapan Penilaian Portofolio dalam Asesmen Perkembangan Motorik Halus Anak di TK Se-Gugus Arjuna Kecamatan Jatipurno. Jurnal Kumara Cendekia 7 (1). 16—25. https:// jurnal.uns.ac.id/kumara/article/view/35628Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning Assessment as Learning Assessment of Learning. Manitoba: Crown in Right of Manitoba. Goldstein, J. & Flake, J.K. (2015). Towards a framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability 28 (3). 273—293. https://link.springer.com/ article/10.1007/s11092-015-9231-8Hartati, Sofia. (2017). Pengembangan Model Asesmen Perkembangan Anak Taman Kanak-Kanak di DKI Jakarta. Jurnal Pendidikan Usia Dini. 19—30. http://journal.unj.ac.id/unj/index.php/jpud/article/view/2522Hasanah. F. & Uyun, Q. (2019). Asesmen Perkembangan Kognitif Anak Usia Dini (Studi Kasus TK Khadijah Al-Muayyada Sampang). Islamic EduKids: Jurnal Pendidikan Anak Usia Dini 1 (1). 31—37. https:// journal.uinmataram.ac.id/index.php/IEK/article/view/1814Hu, B.Y., Li, Y., Zhang, X., Roberts, S.K. & Vitiello, G. (2021). The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education 98. 1—14. https://www.sciencedirect.com/science/article/abs/pii/S0742051X2031444XKamar, Eka M. (2018). Pengembangan Perangkat Evaluasi Perkembangan Bahasa Anak Usia Dini pada Anak TK Islam Al Markaz Al Islami Kelompok B Makassar. Pembelajar: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 2 (2). 92—100. https://ojs.unm.ac.id/ pembelajar/article/view/5642Lam, Ricky. (2015). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education 41 (11). 1900—1917. https://www.tandfonline.com/doi/abs/10.1080/03075079.2014.999317Miles, M.B., Huberman, A.M. & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Edition 3. Thousand Oaks: SAGE Publications, Inc. Novianti, R., Puspitasari, E. & Chairilsyah, D. (2013). Pemetaan Kemampuan Guru PAUD dalam Melaksanakan Asesmen Perkembangan Anak Usia Dini di Kota Pekanbaru. Jurnal Sorot 8 (1). 95—104. https:// sorot.ejournal.unri.ac.id/index.php/JS/article/view/2353/0Nugraha, E. (2016). Evaluasi Pendidikan Pada Jenjang PAUD. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 106–118. Nurhayati, S. & Rakhman, A. (2017). Studi Kompetensi Guru PAUD dalam Melakukan Asesmen Pembelajaran dan Perkembangan Anak Usia Dini di Kota Cimahi. Jurnal Pendidikan Anak 6 (2) 109—120. https:// journal.uny.ac.id/index.php/jpa/article/view/17699Nurlaili. (2019). Implementasi Penilaian Pembelajaran Anak Usia Dini di RA Khairin Medan Tembung. Raudhah 7 (1). 93-110. http:// jurnaltarbiyah.uinsu.ac.id/index.php/raudhah/article/download/471/417Prihantoro, Agung. (2021). Tiga Paradigma Evaluasi Pendidikan: Sebuah Peta Perkembangan. Academy of Education Journal 12 (1). 22—38.https://jurnal.ucy.ac.id/index.php/fkip/article/view/430Purwasih, Wahyu. (2018). Teknik Penilaian Unjuk Kerja dan Catatan Anekdot sebagai Upaya Pemantauan Perkembangan Anak Di Paud Aisyiyah Sukoharjo Jawa Tengah. Jurnal Warna 2 (2), 76—86. https://ejournal.iaiig.ac.id/index.php/warna/article/view/92Pyle, A. & DeLuca, C. (2013). Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches. Early Childhood Education Journal 41 (5). 373–380. https://link.springer.com/ article/10.1007/s10643-012-0573-2Pyle. A. & DeLuca, C. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research 41 (5). 373—380. https://link.springer.com/article/10.1007/s10643-012-0573-2Snyder, Hannah. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research. Journal of Business Research 104. 333–-339. https://www.sciencedirect.com/ science/article/pii/S0148296319304564Suyadi. (2016). Perencanaan dan Asesmen Perkembangan pada Anak Usia Dini (Studi Kasus pada Lembaga Pendidikan Anak Usia Dini (PAUD/TK/RA) di Daerah Istimewa Yogyakarta. Golden Age Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1 (1). 65—74. http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251Utsman. (2013). Pengembangan Model Instrumen Asesmen Pencapaian Perkembangan Fisik Motorik Anak pada Taman Kanak-Kanak. Lembaran Ilmu Kependidikan 42 (1), 63—69. https://journal.unnes.ac.id/ nju/index.php/LIK/article/view/2698von Suchodoletz, A., Trommsdorff, Heikamp, T., Wieber, F. & Gollwitzer, P.M. (2009). Transition to school: The role of kindergarten children's behavior regulation. Learning and Individual Differences 19 (4). 561—566. https://www.sciencedirect.com/science/article/abs/pii/S1041608009000545?via%3DihubWahyuningsih, Riris. (2019). Studi Observasi Asesmen Perkembangan Bahasa Anak (Studi Kasus di TK Jogja Green School). Islamic EduKids: Jurnal Pendidikan Anak Usia Dini 1 (1). 8—12. https://journal.uinmataram.ac.id/ index.php/IEK/article/view/1810

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Sulistianingsih, Ellese, and M. Mukminan. "THE DEVELOPMENT OF WEB-BASED LEARNING MULTIMEDIA FOR HIGH SCHOOL STUDENTS’ LITHOSPHERE MATERIAL." Geosfera Indonesia 4, no. 1 (April 29, 2019): 11. http://dx.doi.org/10.19184/geosi.v4i1.9882.

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Science and Technology develop very fast in every aspect of life, including in the aspect of education. As the development of science and technology, guiding teachers to be able to make use various kinds of creative and innovative learning media in learning process at school is needed in order to increase the effectivity of the learning process which will have impact on the students’ learning motivation and learning outcomes. According to the explanation, learning multimedia needs to be developed in order to increase the students’ learning motivation and learning outcomes. This research is a research and development (R&D), which is then modified by using Tessmer formative evaluation. The analysis results show that the web-based learning multimedia for lithosphere material has been proven its eligibility, that the web-based learning is valid, practical, to be used in learning process and is effective in increasing students learning motivation and learning outcomes. References Bowman, S. F. (2015). Evaluation in Instructional Design Practice: A View from The Stakeholders. (Dissertation Doctor, Capella University, 2015). Retrieved from https://search. proquest.com/docview/1707694509/fulltext PDF/D439E6E103D04792PQ/6?accountid=31324. Cahyono, K. (2013). Penggunaan Media Interaktif Berbasis Web untuk Meningkatkan Motivasi dan hasil Belajar. Jurnal Teknik Informatika Abdurrab University. Retrieved from http://binaprajajournal.com/ojs/index. php/jbp/article/view/117. Daljoeni, N. (2014). Pengantar Geografi. Yogyakarta: Ombak. Day, T. (2012). Undergraduate Teaching and Learning in Physical Geography. Journal Physical Geography, 36(3). Retrieved fom https://search. proquest. com/doc view/1019246195/B5C4C63F0A8F4962PQ/1?accountid=31324. Fadli, M. S. & Ikawati, H. D. (2017). Penggunaan Multimedia untuk Meningkatkan Motivasi Belajar Siswa. Jurnal Teknologi Pendidikan, 2(2). Retrieved from http://ojs.ikipmataram.ac.id/index.php/jtp/article/view/598. Gilakjani, A. P. (2012). The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning. Journal Modern Education and Computer Science, 4(4). Retrieved from https://search. proquest.com/docview/1627735482/509798BC9EC481FPQ/1?accountid=31324. Hake, R. R. (1999). Analyzing Change/Gain Score. Dept. of Physics, Indiana University. Retrieved from http://www.physics.indiana.edu/~sdi/Analyzing Change-Gain. Hawley, D & Lyon, J. (2017). Plate Update: Refreshing Ideas for Teaching Plate Tectonics. Teaching Geography, 42(1). Retrieved from https://search.pro quest.com/docview/1952375936/73816528324E4DACPQ/1?accountid=31324. Huang, Q. (2012). Action Research on Motivation in English Reading. Journal Theory and Practice in Language Studies, 2(8). Retrieved from https://search. proquest.com/docview/1619300790/fulltextPDF/D04EC91FA9214B89PQ/2?accountid=31324. Kusumaningtias, A. D. & Mukminan. (2014). Pengembangan Multimedia Pembelajaran Geografi dengan Materi Litosfer dan Pedosfer untuk SMA Kelas X. Jurnal Ilmu-ilmu Sosial, 11(1). Retrieved from https://jurnal.uny.ac.id/index.php/sosia/article/download/5284/4583. Milovanovic, M. Perisic, J., Vukotic, S. Bugarcic, M. Radovanovic, L. &Ristic, M. (2016). Learning Mathematic Using Multimedia in Engineering Education. Journal Acta Technica Corviniensis – Bulleting of Engineering, 9(1). Retrieved from https://search.proquest.com/docview/1767584934/559B63 F69E094F98PQ/1?accountid=31324. Moeed, A. (2015). Science Investigation Students View about Learning, Motivation and Assessment. Singapore: Springer. Mohasin, S. F., Shinde, P. A. &Khaparde. (2013). E-Learning: A Tool for Library and Information Services. Journal of Library & Information Science, 3(2). Retrieved from https://search.proquest.com/docview/1440877148/fulltext PDF/33223E6022A248ECPQ/1?accountid=31324. Permadi, A. A. (2016). Pengembangan Media Pembelajaran Interaktif Berbasis Web dengan Pemanfaatan Video Conference Mata Pelajaran Produktif Teknik Komputer dan jaringan di Sekolah Menengah Kejuruan. Jurnal Pendidikan Teknologi dan Kejuruan. Retrieved from http://jural.unm.ac.id/ 3123/1/Jurnal.pdf. Presiden Republik Indonesia. (2000). Keputusan Presiden Republik Indonesia Nomor 50 Tahun 2000 Tentang Tim Koordinasi Telematika Indonesia. Robb, C. (2010). The Impact of Motivational Messages on Student Performance in Community College Online Courses. (Dissertation Doctor, University of Illinois at Urbana-Champaign, 2010). Retrieved from https://search.proquest.com/docview/778224030/18ED422A32FC4231PQ/3?accountid=31324 Sahrir, M. S., Alias, N. A., Ismail, Z., & Osman, N. (2012). Employing Design and Development Research (DDR): Approaches in the Design and Development of Online Arabic Vocabulary Learning Games Prototype. Journal of Educational Technology, 11(2). Retrieved from https://search. proquest.com/docview/1288340626/fulltextPDF/D439E6E103D04792PQ/1?accountid=31324. Sari, H. V. & Suswanto, H. (2017). Pengembangan media pembelajaran Berbasis Web Untuk mengukur hasil Belajar siswa pada mata pelajaran Komputer Jaringan Dasar program Keahlian teknik komputer dan jaringan.Jurnal Pendidikan, 2(7). Retrieved from http://journal.um.ac.id/index.php/jptpp/ article/view/9734/4593. Su, C. H. (2016). The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study. Journal Multimedia Tools Application, 75(16). Retrieved from https://search.proquest.com/docview/1867930658/fulltextPDF/9482B 31FA03D4E7CPQ/1?accountid=31324. Tessmer, M. (1998). Planning and Conducting Formative Evaluation. London: Kogan Page Limited. Tsai, M. J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student E-Learning from Metacognitive Perspectives. Journal Educational Technology & Society, 12(1). Retrieved from https://search. p1roquest.com/docview/1287039259/20B52566A67140DBPQ/1?accountid=31324. Umar. (2013). Studi Komparatif Penguasaan Konsep Ulumul Qur’an Dalam Pembelajaran Yang Menggunakan Full E-Learning Dan Blended E-Learning. Jurnal TAPIS, 13(1). Retrieved from http://id.portalgaruda.org/? ref=browse&mod=viewarticle&article=252276. Wiyani, N. A. (2012). Desain Pembelajaran Pendidikan: Tata Rancang Pembelajaran Menuju Pencapaian Kompetensi. Yogyakarta: Ar-Ruzz Media. Copyright (c) 2018 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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Fitriati, Anna, and Maria Magdalena Sinta Wardani. "LANGUAGE ATTITUDES AND LANGUAGE CHOICE AMONG STUDENTS IN YOGYAKARTA: A CASE STUDY AT UNIVERSITAS SANATA DHARMA." International Journal of Humanity Studies (IJHS) 3, no. 2 (February 26, 2020): 239–50. http://dx.doi.org/10.24071/ijhs.v3i2.2226.

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Yogyakarta is a multicultural city in which people from different regions and ethnicity live and well known as one of the best foreign tourist destinations in Indonesia. This situation gives an excellent opportunity for the community to communicate with others whose different cultural backgrounds, ethnicity, and language. Commonly, they talk in Javanese, the local language spoken in Yogyakarta. Meanwhile, due to the engagement with those who speak in different languages, Indonesian and English are gaining more frequent usage. Concerning this situation, this paper is to investigate the language choice among students in Yogyakarta. This study also scrutinises their language attitude toward English, colloquial Indonesian, and local languages. In achieving the objectives, a sociolinguistic questionnaire is given to 100 sample respondents who are the students of Universitas Sanata Dharma. The results show that the students have appreciative attitudes towards the colloquial Indonesian, English, and local languages. The investigation on the language choice indicates that the students choose to communicate using Indonesian. The dominance of Indonesian shifts the use of local languages.

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Pujiani, Tri, Ida Dian Sukmawati, and Nunun Indrasari. "TEACHERS’ READINESS TOWARD THE NEW PARADIGM OF ENGLISH LANGUAGE TEACHING: A NARRATIVE INQUIRY." UC Journal: ELT, Linguistics and Literature Journal 3, no. 2 (November 15, 2022): 116–25. http://dx.doi.org/10.24071/uc.v3i2.5363.

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The development of English Language Teaching grows rapidly. The pandemic of Covid-19 became the turning point for teachers' awareness of the need for changes in language teaching practices. The advance in technology also takes an important role in the current trends of Language teaching. A narrative inquiry research method was applied to investigate the teachers' perception of their readiness toward the paradigm shift of English Language Teaching. Eight English teachers from many areas in Indonesia such as Semarang, Lampung, Jombang, Surakarta, Yogyakarta, and Purwokerto participated in this research through in-depth interviews. Then, the data collected were classified into several points regarding the new paradigms of education. The teachers' views on the paradigm shift in Education and the current practice of English Language Teaching were presented in this paper. Finally, teachers as the spearhead of education are required to be lifelong learners who are creative, innovative, and adaptive to the rapid change in world trends.

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Ludovikus, Ludovikus, and Yuyun Yulia. "Implementation of the 2013 Curriculum in English Language Teaching." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 22–28. http://dx.doi.org/10.36597/jelp.v4i1.10544.

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This study is aimed at (1) describing the 2013 Curriculum implementation in the ELT process and (2) investigating the strengths and weaknesses of online learning. The researcher selected English language teaching at SMP Joannes Bosco Yogyakarta as a research site, especially for both a senior English teacher and seventh-grade students as the participants. The researcher used a case study. The case of this research was the teaching-learning process and the students’ problems at SMP Joannes Bosco Yogyakarta in learning English. The data used were recorded observation (teaching and learning process), document (lesson plan, syllabus, and curriculum), interview (the senior English teacher about the way of teaching) and questionnaires (for 7th-grade students about their difficulties). The collected data in this research were analyzed descriptively. Based on the data analysis, findings show that the teacher did not apply the scientific approach (observing, questioning, experimenting, associating, communicating) effectively or optimally. The strengths and weaknesses of online learning were various. The strengths were such as the process of ELT, media use, and students’ task or activity. The weaknesses were such as the teaching and learning were boring, students had no good internet connection, students could not concentrate very well, nobody accompanied them at home, and students got bored easily.

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Ludovikus, Ludovikus, and Yuyun Yulia. "Implementation of the 2013 Curriculum in English Language Teaching." Journal of English Language and Pedagogy 4, no. 1 (June 10, 2021): 22–28. http://dx.doi.org/10.36597/jelp.v4i1.10544.

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This study is aimed at (1) describing the 2013 Curriculum implementation in the ELT process and (2) investigating the strengths and weaknesses of online learning. The researcher selected English language teaching at SMP Joannes Bosco Yogyakarta as a research site, especially for both a senior English teacher and seventh-grade students as the participants. The researcher used a case study. The case of this research was the teaching-learning process and the students’ problems at SMP Joannes Bosco Yogyakarta in learning English. The data used were recorded observation (teaching and learning process), document (lesson plan, syllabus, and curriculum), interview (the senior English teacher about the way of teaching) and questionnaires (for 7th-grade students about their difficulties). The collected data in this research were analyzed descriptively. Based on the data analysis, findings show that the teacher did not apply the scientific approach (observing, questioning, experimenting, associating, communicating) effectively or optimally. The strengths and weaknesses of online learning were various. The strengths were such as the process of ELT, media use, and students’ task or activity. The weaknesses were such as the teaching and learning were boring, students had no good internet connection, students could not concentrate very well, nobody accompanied them at home, and students got bored easily.

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Rohmah, Farida Noor, and David Sulistiawan Aditya. "Yogyakarta Lecturers' Experience in Using Mobile Phone in English Language Teaching." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 14, no. 2 (December 12, 2020): 111. http://dx.doi.org/10.24036/ld.v14i2.106922.

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This study is aimed at investigating lecturers’ experience in using mobile phone in English teaching practice. Employing qualitative method using Creswell (2014), the study collected data through in-depth-interview and analyzed data through several steps including data preparation and organization, data reading, data coding, data description, data interpretation, and data presentation. The result of the study indicated that the lecturers mostly implemented MALL and utilized mobile phone for three main purposes, namely instructional need, content understanding development, and communication. However, it was found that problem of internet connection became a barrier to fully implement MALL in ELT.

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Hapsari, Anita Galuh Sri. "Investigating Non-formal EFL Teachers’ Wellbeing in an English Course in Yogyakarta, Indonesia." Language Circle: Journal of Language and Literature 14, no. 2 (April 17, 2020): 168–75. http://dx.doi.org/10.15294/lc.v14i2.22828.

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Teachers’ wellbeing potentially carries domino effects on their performances in class. Teachers develop their creativity to perform teaching and learning activities in class when they achieve wellbeing. It affects the students whether they enjoy their learning process with the teachers. This qualitative study aims to explore how the non-formal English teachers experience teaching, working dynamics and complexities from teachers’ points of view; and how these subject matters affect their wellbeing. In-depth interviews were conducted to obtain the data from the research participants. The data were analyzed by employing Holmes’s (2005) categories of teachers’ wellbeing. The findings and discussion of this research demonstrates that the teachers achieved intellectual, emotional, and spiritual wellbeing through different trajectories. The result of this study contributes to English courses as companies to maintain the teachers’ wellbeing for the sake of teachers’ performances. Future researchers are suggested to conduct similar study with quantitative approach in order to get bigger and general picture of non-formal EFL teacher wellbeing.

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Khazanah, Dewianti, Hadi Sampurna, Reni Kusumaningputri, Riskia Setiarini, and Supiastutik Supiastutik. "A Linguistic Landscape Study of English in Yogyakarta: Its Representation of Power in Commercial Boards." ELLITE: Journal of English Language, Literature, and Teaching 6, no. 2 (December 21, 2021): 92–102. http://dx.doi.org/10.32528/ellite.v6i2.6380.

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This research explores how English is used in the expanding circle: tourism areas in Yogyakarta, Indonesia. Although Bahasa Indonesia is the official language used, this does not mean that other languages will have a little share in the linguistic landscape. The total data used were 519 signboards which were analyzed qualitatively and quantitatively. This research found that in monolingual boards, the use of English was 23.7%, and Indonesian was 73.5%. The magnitude of the use of English, which is close to as salient as the use of Bahasa Indonesia, is particularly shown on the bilingual and multilingual signboards. This study highlights discussion on the representation of power of English in the investigated signboards, which was shown from the number of appearance and combination of English and other languages in the signboards. It is revealed that English is expressed not only for informative reasons but also for symbolic reasons such as indexing sophistication, cosmopolitanism, and fashionable appearance.

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Bachtiar, Bachtiar. "Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia." International Journal of Education 14, no. 1 (April 5, 2021): 11–18. http://dx.doi.org/10.17509/ije.v14i1.25533.

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This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Communication Technology (ICT) should be learned in-depth during professional learning activities. In addition, the respondents perceived Subject Teacher’s Meeting or teacher study groups as an effective collaborative model of professional learning activities. This study suggests that the need to involve English language teachers in a training at least once a year as an effort to help them gain new insight and experience in the acquisition of new knowledge and skills and to experience in solving problems both at school and outside school.

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Upa, Yunika, and Concilianus Laos Mbato. "ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 311. http://dx.doi.org/10.22460/project.v3i2.p311-321.

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Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials

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Novianti, Nita. "ENGLISH LITERATURE TEACHING: AN INDONESIAN CONTEXT." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 42. http://dx.doi.org/10.17509/ijal.v6i1.2660.

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Literature has gained an increasingly important place in language learning. Particularly in the EFL context, it has been regarded as beneficial for the improvement of English skills. However, there is not much attention given to the teaching of English literature for the sake of literature, not merely as a tool or technique in language learning, especially in Indonesia. The research therefore aims to investigate the teaching of English literature to EFL students in Indonesian universities. More specifically, it attempts to find how English literature lecturers select literary texts, what problems encountered by lecturers in teaching English literature to EFL students, and how they cope with the problems. A case study to three lecturers teaching three different literature courses in a state university in Indonesia was conducted. The findings show that: First, lengths, levels of language difficulty, canonical status, and the cultural background of the author become the main consideration for selecting the literary texts to teach; Second, the problems encountered are of threefold, namely reading habit, English proficiency, and resources; and Third, some of the strategies to cope with the problems consist of individual reading assignment, reading group, and taking the most advantage of the internet for teaching resources. This research has demonstrated that there are many areas for further studies in the teaching of English literature to EFL students in Indonesia, finding effective teaching models is one of them.

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Mazlan, Ahmad Farit, Maslawati Mohammad, Rosnani Kassim, and Erni. "Online Teaching and Learning During Covid-19 Pandemic: Challenges Faced by English Teachers in Islamic Tertiary Institutions in Malaysia and Indonesia." Theory and Practice in Language Studies 12, no. 10 (September 30, 2022): 2005–13. http://dx.doi.org/10.17507/tpls.1210.07.

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The Covid-19 pandemic has affected the education sectors globally. The sudden shift from traditional face to face learning to online teaching and learning brings various challenges to English teachers, particularly in tertiary institutions in Malaysia and Indonesia. Hence, the aim of this study is to examine the online teaching and learning challenges faced by teachers teaching English as a Second Language (ESL) in Islamic tertiary institutions in Malaysia and teachers teaching English as a Foreign Language (EFL) in Indonesia during the Covid-19 pandemic. The qualitative research design used in this study was a case study using focus group interviews (FGI), individual open-ended responses via Google Form and a discussion thread via Whatsapp. Purposive sampling was used, and 10 English teachers from Islamic tertiary institutions in Malaysia and Indonesia were chosen as the participants in this study. The data in this study was analysed through NVIVO applications and categorized according to themes. The findings revealed that among the challenges English teachers faced in ESL/EFL online teaching and learning are a lack of technological skills to teach online, constraints in terms of internet accessibility and devices used for teaching and learning, and effective interaction in online teaching and learning. The findings from this study could potentially be utilised to plan strategies and produce practical solutions to overcome the challenges in conducting online teaching and learning among English teachers in any tertiary learning institutions in Malaysia and Indonesia in the future.

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Fitriyah, Ida, Andayani Andayani, and Suyitno Suyitno. "Teaching Indonesian Language for Foreign Speakers through Video Conferencing during Pandemic: A Case Study." International Journal of English Literature and Social Sciences 7, no. 3 (2022): 027–32. http://dx.doi.org/10.22161/ijels.73.6.

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The Covid-19 pandemic has shifted all face-to-face learning in Indonesia to online learning. The shift has also happened in learning Indonesian for Foreign Speakers (BIPA). Online learning of BIPA, as a second language, made many teachers choose to use video conferencing. This study aimed to describe and explain the use of video conferencing, as well as the obstacles and solutions to BIPA learning at the Alam Bahasa Institute Yogyakarta during the Covid-19 pandemic. This study was qualitative research that employed a case study method at the Alam Bahasa Institute Yogyakarta. The research data were collected using documentation, interview, and observation. The data were validated using the method and source triangulation. The data were then presented using an interactive method. The results of this study revealed that students and teachers at Alam Bahasa Institute Yogyakarta used video conferencing software in conducting BIPA learning, there was an increased number of students using video conferencing, there was an expansion of the video conferencing software being used, and there were particular features of video conferencing software needed in the online learning of Indonesian for Foreign Speakers (BIPA). Meanwhile, the obstacles experienced by the students and teachers at Alam Bahasa Institute Yogyakarta were poor internet connection, power outages, and boredom. The offered solutions were to ensure the stability of the internet connection, reschedule classes affected by power outages, and provide rest time amid learning hours.

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Sari, Ima Frafika. "THE IMPORTANCE OF CULTURE AS A BASIC TEACHING ENGLISH LANGUAGE IN CHILDHOOD IN INDONESIA." UAD TEFL International Conference 1 (November 20, 2017): 286. http://dx.doi.org/10.12928/utic.v1.179.2017.

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This research aims at revealing: (1) the important of teaching culture in English language; (2) the important teaching culture for childhood; (3) the teaching English is important for childhood; (4) the teaching English is important in Indonesia; and how the age and duration of education in Indonesia. It is kinds of qualitative research which is aimed at revealing the important of teaching English language for early childhood in Indonesia. There are still lack of research about the important of teaching culture in English language, therefore, this research is significant tobe conducted. The finding of the research can be described as follows: First, cultural learning in the foreign language classroom touches three spheres: empathy and understanding, knowledge, and communicative skill. Second, learners will understand aspects of the foreign culture in the traditions of social anthropology. Third, young children being educated in English that is highlighted in this volume refers to the widespread belief that ‘younger is better’ when it comes to language learning. Fourth, the objective of English language teaching in Indonesia is to equip students with a working knowledge of the language. The last, in Indonesia the age begin to study in formal education is from the age 7 years old, and the duration is for 12 years.

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Khudriyah, Khudriyah. "The Implementation of Teaching English Secondary Level in Private Schools and The Students Result." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (April 19, 2019): 244. http://dx.doi.org/10.30739/darussalam.v10i2.372.

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Abstract The objective of teaching English as foreign language in Indonesia is the students are competence in oral and written language. This study is aimed to know wether or not the objective of the government policy has been reached. The design of the research is qualitative descriptive. the data collection technique used observation, questionnaire interview and documentation.The result of the study showed that the students result of learning English in private schools is very low in which the students did not understand spoken or written text. They even could not practice English orally or in writing. In implementing teaching English, the teachers did not conduct the objective of teaching English has been stated by Indonesia government. Besides, the teaching and learning process, they have conducted, did not apply the teaching language principles. In this case Indonesia government has to review the teaching and learning process especially in private schools, and the teachers have to consider and learn how to teach the language and language skills.

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Lestariningsih, Fransisca Endang, and Lemmuela Alvita Kurniawati. "Engaging busy teachers of young learners in in-service English training." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (February 28, 2022): 59. http://dx.doi.org/10.30659/e.7.1.59-70.

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Highly qualified and competent teachers are the key for outstanding education systems. Teachers, however, are too busy with administrative work. Accordingly conducting engaging in-service training for them is a relief, as well as a way to improve their teaching skills. The aim of this research is to report the in-service English training in a bilingual school in Yogyakarta Special Province, Indonesia, which the outcome is to improve the English skills of the teachers as a means of teaching (EMI � English as a Medium of Instruction). Questionnaires, interviews, and written reflections were the techniques of collecting the data. The result of the training shows that through some light hands-on activities, the teachers� motivation and engagement improved. This improvement resulted in the increase in using classroom language instructions.

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Diem, Chuzaimah Dahlan, and Umar Abdullah. "Promoting multiculturalism: Teachers’ English proficiency and multicultural education in Indonesia." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 46–58. http://dx.doi.org/10.17509/ijal.v10i1.24983.

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Greater disparities and inadequacies of English proficiency (EP) may influence the educational process for EFL teachers of different cultural backgrounds. This study aims at describing the condition of 104 English as a Foreign Language (EFL) teachers’ EP in the Southern Region of Sumatra in relation to such variables as education level (EL), cultural backgrounds, teaching assignment level, and gender. Using English test scores of teachers’ teaching status (pre-service and in-service), EL, gender, multicultural education questionnaire, and teaching assignment, teachers’ EP is described. This study reveals that EL affects EP and also becomes the best predictor of their cultural knowledge and experience, such as personal development, leadership, curriculum instruction, general sensitivity, and cultural awareness. Furthermore, teachers teaching at higher levels of education appear to be better in EP than those teaching at lower levels, and in-service teachers are also better than pre-service teachers in their teaching responsibility. Although there is no difference in gender in their EP as a whole, females’ EP, listening skill, and personal development are significantly correlated. The implication of the findings indicates that to be proficient in English and culturally developed with integrity, teachers must have at least a master’s degree in addition to having an in-service status of teaching employment.

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Simanjuntak, Susi Andriani, and Hsi-Nancy Lien. "Controversies and Possibilities of Teaching and Learning EIL Approach: A Case Study in Indonesia." International Journal of Languages, Literature and Linguistics 7, no. 1 (March 2021): 5–17. http://dx.doi.org/10.18178/ijlll.2021.7.1.279.

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This study investigated the potentials and obstacles to learn and teach English as an international language (EIL) approach in one of senior high schools, in Tebing Tinggi. Indonesia. EIL is embracing the language variations among nations included native and nonnative English language. In our increasingly diverse communities, this approach is a talkback to the monolingual focus in ELT pedagogy and pay much attention to multilingual in the local and global communities and also situated English language education in global/local multilingualism. There were 6 English teachers and two classes (grade 1 and grade 2 which were approximately 60 students) in senior high school were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL) to get deep information about their tensions, conflicts, struggle, and challenges EIL teachers and students may experience before and after teaching and learning of EIL approach in five meetings. From this result, we could see there were some fertilities and infertilities that we got from implementing and acknowledging this approach. The fertilities that we cultivated were the students learned these topics as knowledge, embracing bright future of learning English, getting to know foreigners and countries, good experience with international friends, learn about their own country (transforming, reflecting themselves as Indonesia, proud to be Indonesia), well understanding the function of English, and fulfil the students’ needs. The other side, the infertilities of implementing EIL approach were they had deficit perspective toward themselves; they did not know about Englishes since it was never taught by their English teachers, bad environment from their community, their preferences and saw Englishes as an error and wrong perception about Englishes, and facilitation and resources as well. From the teachers’ perspective, there were also controversial and possibilities of teaching EIL in this school. They welcomed to the nature of English and getting to know EIL approach, well understanding of English as a tool for students’ future, and willing to pursue English teaching effectively. But, they concerned to the students’ problems, teaching beliefs, preferences, lack of understanding of English variation diversity, curriculum and textbooks. Those problems made them afraid to make any risk, little faith to apply EIL, and created two different worlds of English standard and nonstandard English. By seeing those results bear fruitful pedagogical implications for learning and teaching English, they are meta-awareness; broaden exposure of English learning and teaching, and open English pedagogy.

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Dhian Marita Sari. "Islamic students’ attitudes and perceptions toward learning English: a study from male-female students of STIT Madani Yogyakarta." At Turots: Jurnal Pendidikan Islam 3, no. 2 (January 5, 2022): 62–76. http://dx.doi.org/10.51468/jpi.v3i2.76.

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The English status of a Foreign Language (FL) in Indonesia has been granted. However, the language has become quite popular and dominant in several schools in Indonesia, especially in private colleges and universities. The study aimed was to find out the male-female English foreign language (EFL) students’ attitudes and perceptions toward learning English and female and male students’ difficulties in learning English. The data was collected from 30 Islamic at the first student’s semester at STITMA Yogyakarta. Data collecting techniques used in this research were through a set of close-ended questioners. The study used a qualitative and quantitative resign design. The research finding revealed that male and female Islamic education students have positive attitudes and perceptions to learn English although the male students had lower enthusiasm to gain their knowledge in learning English than female students. Both (male and female students) perceived learning English was important not only for their future life but also for spreading Islam around the world. The female and male students had similar obstacles in pronunciation and vocabulary mastery. Moreover, most female students thought that speaking skills were the most difficult skill, while most male students consider listening was the most difficult skill to learn.

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Adam, Nurhardiyanti, Abid Abid, and Yusna Bantulu. "Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers." Jambura Journal of English Teaching and Literature 2, no. 1 (July 6, 2021): 12–21. http://dx.doi.org/10.37905/jetl.v2i1.10632.

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Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

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Indraswari, Veronica Noviatri, and Paulus Kuswandono. "ENGLISH TEACHERS� MOTIVATION AND CHALLENGES IN VOCATIONAL HIGH SCHOOL IN YOGYAKARTA." LLT Journal: A Journal on Language and Language Teaching 21, Suppl (June 25, 2018): 96–104. http://dx.doi.org/10.24071/llt.v21isuppl.1197.

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This study examines English teachers voices regarding the teacher professional development (TPD) experiences in state vocational high school in Yogyakarta, Indonesia. The voices include their motivation and perceived challenges of professional development efforts. The study is a qualitative research employing questionnaire and interviews to gather the data from ten English teachers in state vocational high school. The findings unravel some intrinsic motivations of English teachers and the challenges and needs perceived in doing TPD related to their time management, namely problems related to teaching schedule and time to look after the family. Most teachers also need more training to practice their ICT skills and performance. The suggestions for further studies are also discussed.DOI: doi.org/10.24071/llt.2018.Suppl2109

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Journal articles on the topic 'English language Study and teaching Indonesia Yogyakarta'

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